Analyses of mental health literacy levels and influencing factors among middle school students in Minhang District， Shanghai
10.19428/j.cnki.sjpm.2026.250401
- VernacularTitle:上海市闵行区中学生心理健康素养水平及影响因素分析
- Author:
Caixia YANG
1
;
Yihua JIANG
1
;
Chao JIANG
1
;
Guo XUAN
1
Author Information
1. Shanghai Minhang Mental Health Center, Shanghai 201112, China
- Publication Type:Journal Article
- Keywords:
middle school student;
mental health;
health literacy;
influencing factor;
health promotion
- From:
Shanghai Journal of Preventive Medicine
2026;38(4):302-310
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo understand the mental health literacy levels and influencing factors among middle school students in Minhang District, Shanghai, and to provide a basis for formulating mental health promotion strategies. MethodsA multi-stage stratified cluster sampling method was adopted. From September to October 2023, middle school students (including junior and senior high school) from 14 streets, towns, and industrial zones in Minhang District, Shanghai, were recruited to participate in a questionnaire survey. The survey collected demographic information and employed the Adolescent Mental Health Literacy Assessment Scale. This scale comprises four dimensions (knowledge, recognition ability, attitude, and behavior) with a total of 22 items, using a Likert 5-point scale (1‒5 points), giving a maximum total score of 110 points. Reverse-scored items were inverted, and the sum of all item scores constituted the total scale score, with higher scores indicating better mental health literacy. A total score of ≥88 points was defined as having adequate mental health literacy. Multiple linear regression was used to analyze the factors influencing mental health literacy. ResultsThe average mental health literacy score of the 3 963 middle school students in Minhang District of Shanghai City was (85.42±11.27) points, with 45.22% of students having adequate mental health literacy. Univariate analyses showed that female students, junior high school students, and those without stressful events or physical illnesses in the past three months had higher total scores of mental health literacy. Statistically significant differences in total scores were also observed among students with different family economic statuses, parental education levels, frequency of physical exercise, parental relationships, father‑child relationships, and mother‑child relationships (all P<0.05). Multiple linear regression analyses showed that middle school students who were female, had better family economic conditions, higher maternal education levels (university degree or above), and harmonious mother-child relationships had higher mental health literacy scores. In contrast, high school students and those middle school students who participated in less physical activity had lower mental health literacy scores. Multivariate logistic regression analyses indicated that students who were female (OR=1.336, 95%CI: 1.174‒1.520), had superior family economic status (OR=2.000, 95%CI: 1.101‒3.725), had mothers with a university education level (OR=1.501, 95%CI: 1.217‒1.856), had lost one parent (OR=2.189, 95%CI: 1.176~4.158), or reported harmonious mother‑child relationships (OR=2.052, 95%CI: 1.432‒2.987) were more likely to meet the criteria for mental health literacy, whereas those who rarely engaged in physical exercise (OR=0.502, 95%CI: 0.358‒0.694) were less likely to have adequate mental health literacy. Stratified analyses showed that mental health literacy levels among junior high school students were positively correlated with being female, having a mother with a university education level, and having a mother‑child relationship that was average or harmonious and having a harmonious father‑child relationship, and negatively correlated with occasional or rare participation in physical exercise. Among senior high school students, mental health literacy levels were positively correlated with being female, having good or superior family economic status, having a mother with a university education level or above, and having a harmonious mother‑child relationship. ConclusionThe rate of adequate mental health literacy among middle school students in Minhang District, Shanghai, was approximately 45.22%. Gender, grade level, family economic status, maternal education level, physical activity participation, and mother-child relationship are independent factors associated with the level of mental health literacy among middle school students. Mother-child relationship and physical activity are potential intervention entry points. It is recommended to implement targeted health promotion initiatives focusing on key groups, such as high school boys, students from economically disadvantaged families, and those with insufficient physical activity.
